Challenges to educational policy are one of the cornerstones of the disability rights movement, which stresses inclusion, accommodation, and integration as paths toward full attainment of one's rights and self-determination. The phrase refers to the educational philosophy and practice of recognizing all children as "special" and accommodating them all in integrated, rather than segregated, classrooms. (1)Īfter some hesitation, I have adopted the terminology of "full-inclusion" for this article. These paths offer expanded theoretical landscapes and additional tools for use in feminist social justice struggles. Thus, I explore possible paths toward feminist theorizing and praxis that are inclusive of disability. It is part of my work as a nondisabled feminist to take Simi Linton's charge seriously-to interrogate my own ablism and to look for the opportunities disability provides for fuller theorizing and activism. THIS ARTICLE OFFERS A FEMINIST exploration of disability studies and the movement that gave it birth. Yet each of these elements, worked though the curriculum, can serve not only to liberate people but also to liberate thought.
For, in disregarding disability as subject matter, disabled people as subjects, and disabled people's subjectivity, academics have been complicit in that confinement.
Hidden and disregarded for too long, we are demanding not only rights and equal opportunity but are demanding that the academy take on the nettlesome question of why we've been sequestered in the first place.
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